Bishopton PRU

What Ofsted said

From the inspection on 27 January 2026

Pupils experience significant disruption to their learning. Many pupils do not receive a full education. Over a third attend on a part-time or off-site basis. They are not safeguarded adequately for the significant amount of time they are not in school. The curriculum is narrow and lacks ambition. This leaves pupils ill-prepared for later life. When teaching is better, pupils' work improves. However, this is very inconsistent. Pupils with special educational needs and/or disabilities do not receive the support they need to access suitable learning. Basic provisions set out in education, health and care plans are not delivered. Expectations are low, resulting in poor achievement for all pupils. In some aspects of personal development, including careers, pupils have had little or no experience this year. Behaviour is variable. Relationships between staff and pupils are positive. However, inconsistencies in behaviour management mean that some pupils do not feel safe because of their peers’ behaviour. While some pupils are not concerned about bullying, others are reluctant to come to school because they fear being bullied. Pupils’ rates of attendance are low. They do not get the support they need to attend better. Staff work hard and try to help, but they cannot manage these challenges effectively due to a shortage of experienced personnel. Overall, the school does not provide pupils with the education or stability that they need, and it does not keep pupils safe. The school is not preparing them well for their future.

What the school should improve

• The trust must ensure that leaders have the capacity, and the necessary knowledge and expertise, to lead a pupil referral unit. It must ensure that the school has sufficient resources to operate effectively, including appropriate staffing.
• Leaders must review the provision for pupils who are educated off site to ensure that the safeguarding arrangement for these pupils are effective.
• Leaders must develop appropriate safeguarding systems to ensure that pupils feel safe enough to come to school and that, when not in school, leaders can assure themselves that pupils are safe and well.
• Leaders must develop effective processes to assure themselves that agreed policies and the school’s curriculum are enacted as intended.
• Leaders must ensure that staff have the knowledge and expertise needed to adapt the curriculum so that all pupils can access their learning. For pupils with special educational needs and/or disabilities, leaders must make sure that staff deliver the educational provision outlined in pupils’ education, health and care plans, or in their individual support plans, effectively.
• Leaders must continue their work to improve pupils’ attendance, including gaining an understanding of why pupils do not attend school and removing these barriers.
• Leaders must ensure that all pupils receive their full curriculum entitlement and access rich personal development experiences, including pupils’ entitlement to careers education.
• Leaders should continue to broaden the range of qualifications offered, so that pupils are prepared well for their next stage in education, training or employment.

Read the full Ofsted report (opens in a new tab)